This book identifies and discusses key research studies of inclusion in the early years. Drawing on studies of practitioners’ views and experiences of working inclusively, authors Cathy Nutbrown and Peter Clough show how practices in a range of early years settings can be influenced by the attitudes and responses of practitioners. The authors demonstrate how discussion of inclusion need not be limited to issues affecting children with learning difficulties or impairment, but should address factors affecting all members of the learning community. The book highlights elements which can make inclusion successful including curriculum and pedagogy, professional development, and work with parents. The authors review a number of international studies and present original research into practitioners’ attitudes and practices. Views of parents, children, and practitioners are also presented.
Chapter 7: Including Parents
Just being involved helps children because it shows your interest in what they do and helps them to understand it is worthwhile. (Mother attending an accredited course on children's learning)
Parental Involvement in the Early Years
The involvement of parents in their children's learning has long been established as an important element in early years provision. Margaret Macmillan in the 1930s included ‘lectures’ for parents in her development of nursery schools. During the 1960s programmes to involve parents began to be developed – largely as a way of compensating for limited opportunities provided for some children at home. However, as currently understood, ‘parental involvement’ has some root in the Rumbold Report Starting with Quality (DES, 1990) which promoted the idea that parents were their ...